Ob/Gyn Residents’ Confidence Completing Prenatal Genetics-Related Tasks Before and After an Interactive Educational Intervention

University of Nebraska Medical Center

Low self-reported confidence has been reported as a hurdle for non-genetics healthcare providers in carrying out genetics-related tasks. Previous studies identified carrier screening guideline adherence by obstetricians to be between 27%-30%. Barriers, such as low confidence, lead healthcare providers to not adhere to the American College of Obstetrics and Gynecology (ACOG) guidelines regarding carrier screening as well as other genetics skills such as assessing risk and counseling about testing benefits and limitations. However, studies show that providers want to stay informed and receive training that is appropriate and accessible for curricular and occupation loads. Furthermore, studies on educational models have identified case-based learning that involves interactivity and practical clinical application is important for building confidence in providers. This study aims to identify if a new interactive, case-based, application-focused educational model created at the University of Nebraska Medical Center (UNMC) increases immediate and retained confidence in genetics skills of Ob/Gyn resident physicians. The educational intervention was developed with interactive iWall technology at UNMC, completed with 12 UNMC Ob/Gyn residents, and assessed with a pre- and two post- Likert scale surveys. The content focused on the core genetic competencies for non-genetics providers as identified in earlier studies. Of the 13 skills assessed, 10 demonstrated a statistically significant increase (P < 0.05) in average confidence levels across all participants including evaluating clinical utility of a test, assessing risk, and providing counseling based on a genetic test result. Ten of the 12 participants completed the pre- and post-survey, nine of which reported a statistically significant increase in confidence at the first post-survey. Data assessed so far indicates that an engaging, competency-based model has the potential to bring a highly relevant approach involving both genetic screening content and skills that could improve confidence in providers and thereby minimize the barrier that low-confidence presents in practice.